TY - GEN

T1 - Peer assessment in massive open online courses

T2 - 11th International Scientific and Theoretical Conference "Communicative strategies of Information Society", CSIS 2019

AU - Popova, Tatiana

AU - Kolesova, Daria

N1 - Publisher Copyright: © 2019 Association for Computing Machinery.

PY - 2019/10/25

Y1 - 2019/10/25

N2 - Massive Open Online Courses (MOOCs) is an advanced form of education in the modern world. With all the advantages this format has, it is difficult to leave unchanged all the procedures included into the traditional teach-learn-assess training cycle; this difficulty can be explained by the specific form of teaching. Peer assessment is usually used to overcome these objective obstacles, although unmoderated peer assessment is questioned by experts and is not trusted much by students (and thus, accordingly, entails a decreasing motivation as students withhold from assessing performance of their peers and withdraw from learning platforms). The works dedicated to this issue mainly deal with multiple ways to resolve it within the scope of the programmers' approach or the approach of the training platform moderators. Our study deals with the question of whether correctly formulated assignments and a methodologically justified sequence of assignments help to overcome these difficulties. The study was performed with the use of questionnaires for students of various academic years (2017-2019) taking part in one MOOC, and with quantitative and qualitative analysis of the performed assignments for peer assessment for 2017 (within the scope of that session, 947 answers were given to the self-assessment assignments, and 727 answers were given to the assignments for peer assessment). The result of the study was a supported recommendation to authors of the MOOC profile in humanities, wherein the essay was supposed to be the student’s expected answer: 1) there should be a clear correlation between the conditions of the assignment setting and the criteria used for assessment of the assignment for peer assessment; 2) self-assessment assignments built on the basis of the same principle as the peer assessment assignments should be included in the course.

AB - Massive Open Online Courses (MOOCs) is an advanced form of education in the modern world. With all the advantages this format has, it is difficult to leave unchanged all the procedures included into the traditional teach-learn-assess training cycle; this difficulty can be explained by the specific form of teaching. Peer assessment is usually used to overcome these objective obstacles, although unmoderated peer assessment is questioned by experts and is not trusted much by students (and thus, accordingly, entails a decreasing motivation as students withhold from assessing performance of their peers and withdraw from learning platforms). The works dedicated to this issue mainly deal with multiple ways to resolve it within the scope of the programmers' approach or the approach of the training platform moderators. Our study deals with the question of whether correctly formulated assignments and a methodologically justified sequence of assignments help to overcome these difficulties. The study was performed with the use of questionnaires for students of various academic years (2017-2019) taking part in one MOOC, and with quantitative and qualitative analysis of the performed assignments for peer assessment for 2017 (within the scope of that session, 947 answers were given to the self-assessment assignments, and 727 answers were given to the assignments for peer assessment). The result of the study was a supported recommendation to authors of the MOOC profile in humanities, wherein the essay was supposed to be the student’s expected answer: 1) there should be a clear correlation between the conditions of the assignment setting and the criteria used for assessment of the assignment for peer assessment; 2) self-assessment assignments built on the basis of the same principle as the peer assessment assignments should be included in the course.

KW - Accuracy

KW - Assessment ability

KW - Massive Open Online Courses (MOOCs)

KW - Peer assessment

UR - http://www.scopus.com/inward/record.url?scp=85123040230&partnerID=8YFLogxK

U2 - 10.1145/3373722.3373794

DO - 10.1145/3373722.3373794

M3 - Conference contribution

AN - SCOPUS:85123040230

T3 - ACM International Conference Proceeding Series

BT - Proceedings - CSIS 2019

A2 - Nordmann, Alfred

A2 - Moccozet, Laurent

A2 - Volkova, Violetta

A2 - Shipunova, Olga

PB - Association for Computing Machinery

Y2 - 25 October 2019 through 26 October 2019

ER -